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All of the fussing over these data are precisely the reason I have stayed
away from 'automated' data acquisition and analysis in introductory labs.
While we can argue the fine points of averaging techniques, etc. here on the
list, ALL of this is totally opaque to students. For air resistance, I'll
stick with position versus time data, even if it has to be hand timed (our
experimental data for a 3 gr, 7cm diameter foam ball fits a v^2 dependence
quite well--certainly well enough to convey the main pedagogical thrust of
the designed experiment).